mble of vehicles over
the hard stones, the roar of the traffic as it reechoes through the narrow
canyons of down-town streets, produce an appalling combination of
discords. The streets of New York are not more crowded than those of
London, but the noise in London is subdued. It is more regular, less
jarring and piercing. The muffled sounds in London are due partly to the
wooden and asphalt pavements, which deaden the sounds. London must be
soothing to the New Yorker, as the noise of New York is at first
disconcerting to the Londoner.--_Outlook._

3. Now their separate characters are briefly these. The man's power is
active, progressive, defensive. He is eminently the doer, the creator, the
discoverer, the defender. His intellect is for speculation and invention;
his energy for adventure, for war, and for conquest wherever war is just,
wherever conquest necessary. But the woman's power is for rule, not for
battle, and her intellect is not for invention or creation, but for sweet
ordering, arrangement, and decision. She sees the qualities of things,
their claims, and their places.

--Ruskin: _Sesame and Lilies_.

+Theme XXV.+--_Write a paragraph using comparison or contrast._

Suggested topics:--

1. The school, a beehive.
2. The body, a steam engine.
3. Two generals about whom you have read.
4. Girls, boys.
5. Two of your studies.
6. Graded school work, high school work.
7. Animal life, plant life.
8. Two of your classmates.

(Have you used comparison or contrast? Have you introduced any of the
other methods of development? Have you developed the paragraph so that the
reader will understand fully your topic statement? Omit sentences not
really needed.)

+49. Development by Stating Cause and Effect.+--We are better satisfied
with our understanding of a thing if we know the causes which have
produced it or the effects which follow it. Likewise we feel that another
has mastered the topic statement of a paragraph if he can answer the
question, Why is this so? or, What will result from this? When either is
stated, we naturally begin to think about the other. The idea of a topic
statement may, therefore, be satisfactorily developed by stating its
causes or its effects. A cause may be stated and the effects given or the
effects may be made the topic statement for which we account by giving its
causes.

The importance of the relation of cause and effect to scientific study is
discussed in th